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1.
This article focuses on the graphic novel produced by a 12-year-old student who participated in a multifaceted study that provided her with opportunities to engage with multimodal texts. An ecological perspective on teaching and learning framed the classroom-based research that explored how developing students' knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and the subsequent creation of their own print multimodal texts. During a 10-week period, 25 Grade 7 students participated in interdependent reading, writing and oral activities that offered them opportunities to learn about metafictive devices, some art elements and a few compositional principles of graphic novels. For the culminating activity of the study, the students created their own multimodal print texts. The in-depth analysis of one student's graphic novel reveals how her participation and engagement in a particular classroom community of practice affected her learning of the content and concepts under study.  相似文献   

2.
A multifaceted, classroom‐based research project explored how developing Grade 7 students’ knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and their subsequent creation of their own print texts. Analysis of two sources of data, the students’ written responses to Amulet ( Kibuishi 2008 ), one of the graphic novels read and discussed during the study, and the students’ opinions about the knowledge that is required to read and understand a graphic novel, indicated how the instruction about various graphic novel conventions had impacted the students’ awareness of and knowledge about the structural design of these multimodal texts.  相似文献   

3.
Sylvia Pantaleo 《Literacy》2012,46(3):147-155
Colour, a visual element of art and design, is a semiotic mode that is used strategically by sign‐makers to communicate meaning. Understanding the meaning‐making potential of colour can enhance students’ understanding, appreciation, interpretation and composition of multimodal texts. This article features a case study of Anya, an 11‐year‐old student who participated in a classroom‐based research project that explored developing student visual meaning‐making skills and competencies by focusing specifically on a selection of visual elements of art and design in picture books and graphic novels. Excerpts from Anya's interview about her multimodal print text revealed that her intentional use of colour was affected by her participation in the learning opportunities afforded during the explorative study that included overt instruction about making meaning with colour. The semiotic analysis of Anya's use of colour in her multimodal text included a consideration of how the various distinctive features of colour were evident in her work. The article concludes with a discussion of pedagogical and assessment issues associated with teaching students about colour and other visual elements of art and design.  相似文献   

4.
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5.
Janet Evans 《Education 3-13》2013,41(2):233-248
There is probably a comic or graphic novel to suit the needs and requirements of all kinds of readers. However, in addition, there is now a new kid on the block! A different kind of book is emerging, one that exhibits some, but not always all, of the characteristics normally thought of as belonging to comics and graphic novels. These books blur the boundaries and include elements of comics, graphic novels and picturebooks, fusing them and creating a category that is a synthesis of aspects from all of them, hence the term, “fusion” texts. This article challenges the view that comics, graphic novels and picturebooks are aimed at a younger and/or immature audience and shows how they are often complex fusion texts dealing with challenging, controversial issues which frequently deliver thought provoking and uncomfortable messages.  相似文献   

6.
In his account about reading novels, Wolfgang Iser argued that the work of art is not the text itself but the experience that emerges as a reader interacts with the text. Yet, he clarified that the aesthetic object is not based only on the subjective input of the reader but also determined by specific signs that a text presents. This article draws from Iser's theories to examine the process through which five teenagers discover meaning in an abstract sculpture by artist Isamu Noguchi. The author shows how the young viewers arrived at a series of readings that were elicited by the qualities of the work and that built upon each other in a sort of snowballing process. The article also illustrates how the sort of meaning that an artwork can yield stretches throughout the whole experience and can therefore not be translated into a discursive statement.  相似文献   

7.
ABSTRACT

Building on the established idea that to provide students with a full portrait of Israeli society and history, educators must introduce greater complexity into their Israel curriculum, the following paper explores three recently published graphic novels about Israel and considers how each offers opportunities for considering Israel in more nuanced ways. The paper is grounded in recent research about Israel education and empirical studies about graphic novels in education. Each of the three texts highlights aspects of Israeli society that are less frequently addressed in curriculum about Israel and therefore provide opportunities for presenting students with primary sources that directly grapple with the complexities of Israeli society.  相似文献   

8.
This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the students’ development as readers. Findings demonstrated that the children were able to apply two types of strategies to their reading of graphic novels: ‘keys’ that supported form‐specific comprehension strategies and ‘master keys’ that supported more general comprehension strategies that could be applied to other types of texts. Student preferences for graphic novels aligned with their preferences for reading narrative novels and non‐fiction, and did not align with preferences regarding comics or cartoons. Student preferences for reading graphic novels increased throughout the study. Fluent student responses to graphic novels through process drama were identified. Implications of the study involve the employment of graphic novels to support metacognitive strategies for reading and writing as well as to facilitate process drama.  相似文献   

9.
As art objects, picturebooks have the potential to contribute to readers’ aesthetic development. Many scholars and practitioners have recognized how using picturebooks with older students can augment their reading motivation and extend their understanding of visual elements of art and design, as well as develop their literacy, language, and thinking skills. The Red Tree (Tan, 2001) was one of the picturebooks used during two multifaceted, classroom-based research projects with Grade 7 students. The studies explored how the students responded to and interpreted picturebooks and graphic novels with metafictive devices, and examined how the students transferred their knowledge and understanding of various literary and art elements when creating their own multimodal print texts. Overall, the content analysis of the students’ written responses to The Red Tree revealed an adoption of an “aesthetic attitude” (Doonan, Looking at Pictures in Picture Books, 1993, p. 11) towards the picturebook. The students’ responses reflected how they positioned themselves as active readers who looked closely at Tan’s sophisticated and metaphorical paintings, and who embraced a co-authoring role as they interpreted the emotional landscapes and textual fragments in the picturebook. The article concludes with a discussion of several pedagogical issues associated with using picturebooks in middle years’ classrooms.  相似文献   

10.
This paper continues the argument for comics, especially graphic novels and manga (Japanese comics), to be taken seriously as a valid art form and as a source for work at all levels of art education. [1] Specific case studies demonstrate how these ambitions might be realised in practice in the form of classroom comic / graphic novel based projects in primary and secondary schools. Three have been singled out for consideration and each deals with issues affecting comics in education, such as the question of ‘derivative’ work, assessment and interpreting pre-existing texts. The capability of comic-based projects to successfully accommodate wider social issues like gender construction also come under scrutiny. The resulting works are analysed in the context of the prevailing education culture and highlight the difficulties of applying established assessment criteria to projects of this type.  相似文献   

11.
海报也叫招贴,英文名为Poster,是指在公共场所,以张贴或散发形式发放的一种印刷品广告。海报具有发布时间短、时效强、印刷精美、视觉冲击力强、成本低廉、对发布环境地要求较低等特点,是最能张扬个性的一种设计艺术形式,多数为商业目的而服务,少数作为设计者自我思想传达的语言。注重实用和创意的结合是一副优秀的海报作品必备的要素!海报设计表现手法多种多样:有图形设计表现、文字设计表现和色彩设计表现等,海报设计通过图形、文字和色彩以及整体的结构分配的相互配合,达到完美的统一。  相似文献   

12.
A justification for the inclusion of graphic comic art in post-14 art education following the development of graphic novels in Europe, Japan and the USA. in recent years. The case is based on the visual dynamics of the medium and the potential for a critical realism which can be exploited in students’ studio practice and research. Particular attention is given to the Holocaust novel Maus and selected Japanese ‘Manga’ comics which have made an impact in the west, such as Barefoot Gen and Adolf. The article analyses the various innovative visual forms that these graphic novels utilise and considers their effectiveness as a vehicle for practice and research in the institutional art curriculum.  相似文献   

13.
This article reports the author's experiences using graphic novels with pre-service teachers in a young adult literature course. Drawing on critical response papers two students composed after reading Pride of Baghdad, a graphic novel by Brian K. Vaughan and Niko Henrichon, the author argues that when readers possess the background knowledge needed to approximate the role of the implied reader—that is, the imaginary audience for whom authors envision themselves writing—they are capable of engaging with graphic novels in ways that readers who lack experience with the form, or who question its literary merit, are not.  相似文献   

14.
In light of the present‐day proliferation of digital texts and the increase in situations that require active digital text reading in learning, it is becoming increasingly important to shed light on the comparison between print and digital reading under active reading conditions. In this study, the active reading abilities of 93 university students (83% females) were examined. Participants were asked to read, edit, recognize errors and improve the quality of short papers (600 words each) on the topic of environmental awareness, in both print and in digital formats. Surprisingly, and in contrast to many recent reports about print versus digital reading, no significant differences were found between the performances of participants in the two formats. Similarly, no significant differences were found for all categories of text errors as well as for gender. It was found that the digital readers completed their tasks faster than the print readers but their performance was not lower. Results of this study have important implications for the current debate in higher education concerning the use of digital text for learning and for designing, reviewing and editing academic works.  相似文献   

15.
In this article, we share our experiences working with students to read and/or write visual essays, texts that rely more heavily on images with minimal print text. We explore how students consider elements of design as they create a visual essay, which entails new forms of semiotic processing of the combinations of the visual, audio, textual, gestural and spatial. In particular, we share a case study of how one adolescent engages with an alternative to the standard essay format when he is not restricted by the use of words alone, but is encouraged to tap into the affordances of digital media, expressing himself multimodally by using words, images and sound.  相似文献   

16.
This study investigated the effects of variations in graphic elements that account for differences in speed and accuracy between reading text aloud from paper versus laptop computer. Variations in accurate reading-aloud performance are attributable to individual differences in the visual accessibility of information due to (1) the experimental manipulations of the independent variables, (2) the subjects' prior exposure to print within the culture, and (3) the educational attainment of the subject. A non-representative sample of 48 female survey interviewers (ages 38–72) were employed in the conduct of this study. Survey interviewers were selected because they gather information using laptop computers; the quality of the survey information collected may be directly associated with the legibility of computerized text on reader performance. Subjects completed a prior exposure to print questionnaire (Stanovich & West 1989) and a demographic data form (IDIQ). Repeated-measures analyses of variance were employed to examine individual differences in the speed and accuracy of reading-aloud performance for twenty-four conditions varying the levels of independent variables including: (1) Font (Times Roman, Helvetica, and Courier), (2) Justification (fully- justified versus left-justified), (3) Leading (single-spaced versus double-spaced), and (4) Mode of Presentation (paper versus laptop computer). Linear regression analyses found subjects' prior exposure to print significantly and positively related to predicting speed and miscue performance. The subjects' educational attainment significantly predicted miscue performance. Subjects' ages were not significantly related to performance. Results of this study inform computer programmers and designers who are responsible for developing standards and guidelines for legible computerized text for the effective access of accurate information.  相似文献   

17.
Seventy-six children ages 3 to 5 were individually read two storybooks that had been specially formatted to contain salient printed words within the text, and illustrations and text on left or right-facing pages. The reader pointed to each word while reading to half of the children. After each book, children were asked to recognize elements of the illustrations and the specially formatted text elements from among a set of foils. Videotaped sessions were coded for the time children spent looking toward the pages with print versus illustrations. Analyses showed that the percentage of time looking at print was less than 2% in the no-pointing condition but increased with age. Pointing to the words increased print-looking time for all age groups and print target recognition for 4-year-olds. After controlling for receptive vocabulary, visual memory, and maturation associated with these scores, emergent orthography and letter-word identification predicted time looking at print and recognition of the print elements.  相似文献   

18.
The paper discusses the pedagogy of the image text, a term that encompasses the graphic novels of Nakazawa and Spiegelman and the heavily illustrated novels of Sebald. Increasingly, artist-authors have turned to the image-text medium to represent catastrophic social events, and these three authors’ works are discussed as seminal documents of cataclysmic societal events, such as the bombing of Hiroshima or the Holocaust. All have provided a narrative visual framework that attempts to inform us of the lived experience of these traumatic moments, insofar as their medium will permit, and these methods are discussed and compared. The pedagogic impulse – the desire to inform a contemporary audience of such major historical events – is evident in all three selected authors’ works. Their diverse yet comparable visual methods, and the ways in which they seem to imbue us with authentic vicarious experiences arguably constitute a visual pedagogy of social crises.  相似文献   

19.
纵观茨威格的小说创作,我们发现其创作受弗洛伊德学说的影响是事实。但是笔者对茨威格小说“除了运用弗洛伊德的心理学理论外,看不出别的特征”这种观点,却是万万不能苟同的。我们认真阅读和分析茨威格的小说文本,发现并不仅仅是再现和图解弗洛伊德的心理学理论,茨威格的小说创作有其特殊的内容和特征。  相似文献   

20.
Previous research concerning the graphic or visual display of information with academically handicapped students has not addressed the instructional conditions that exist in mainstream settings. This article investigates the effectiveness of graphic organizers for three classifications of secondary students enrolled in content area classes: students with learning disabilities, remedial students, and students in regular education. The results of three separate experiments indicated that graphic organizers, whether teacher-directed, student-directed with text references, or student-directed with clues, produced significantly higher performance than self-study for each group of students. Several practical issues involving the use of graphic organizers with heterogeneous groups of secondary students are discussed.  相似文献   

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